a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
Physics questions # 18, 19 and 35 identify energy ideas that are central to the study of biology, but any science really. Number 18 requires student to calculate the volume of heat transferred from a small body of water, given it's size and the specific heat of water. Number 19 requires that students interpret graphs showing heat exchange from one liquid filled vessel to its surroundings over time. In number 35 students identify the type of heat transfer used to pop popcorn kernels.
All of the questions I selected had to do with heat transfer. These most closely fit with the Physics Strand 3, Heat and Heat Transfer: 3.1, 3.2, 3.3, 3.4. It is also related to Chemistry 6.5 and though not specifically to the standards listed in the Biology, Ecology Strand 3, the heat transfer ideas have big implications for organisms in terms of habitat & niche.
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
I am not teaching science in my school right now. However, I do not think that energy transfer is addressed specifically anywhere in the Biology curriculum. Perhaps in discussions of photosynthesis & respiration, though I get the sense that students memorize the model formulae for these big ideas and do not understand that they are about energy transfer, or even that they are opposites so to speak. I would talk about heat transfer in terms of ecology. I used to do this when I taught Marine Biology.
d. What instructional activities did you use during the last school year to teach your students?
I did not teach this last year.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -
WS4-ScienceLearningActivityTypes.pdf
File Not Found
(Download Details - 150KB)
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Stage 1 Activity: Objective: Students will: 1.) explain the differences between the three types of heat transfer and 2) identify an example of one or more forms of heat transfer
Activity type:
Conceptual Knowledge Building- listen to rap, watch video, take notes
Knowledge Expression- identify and discuss heat transfer types, answer questions on "ticket to leave"
Students move through heat transfer demonstration stations, in small groups, where they discuss and determine the type of heat transfer demonstrated at each.
Station A: SPOON IT UP! Keep both spoons in the pot of hot water. Lightly touch the wooden spoon with your hand. Now, lightly touch the metal spoon. What difference did you feel? . Explain why the temperatures of the spoons are different in the same hot water: Which type of heat transfer does this demonstrate?
Station B: DRIP . . .DROP Place one drop of red food dye into the “Hot” beaker and one drop of red food dye into the “Cold” beaker. Observe the patterns of the dye in the two beakers for 2 minutes. Explain the different appearances of the dye and identify the type of heat transfer demonstrated.
Station C: MERRY GO-ROUND Observe the night light with the paper shade. If shade is not turning, lightly push it in a clockwise direction until shade begins to turn without your help. Why is the shade turning? Which type of heat transfer does this demonstrate?
Station D: CAN YOU HEAR ME NOW??? In pairs, take turns speaking to each other through the hand-held radios with one person standing in the hall with the door closed blocking your direct view of each other. How can the signal pass through the solid door? What type of energy transfer does this represent?
3. "Ticket to Leave"
"How does heat move from one place to another?
Describe an example of heat transfer that you have seen somewhere in the world, outside of class. What type pf energy transfer is it: convection, conduction or radiation?
Online component:
YouTube video, rap video Classroom materials:
station set ups: A: hot water, large beaker, two spoons of different materials; B: hot water beakers and cold water beakers, liquid food coloring; C: lamp/nightlight that spins via convection; D: walkie talkie radios of two cell phones Assessment:
"Ticket to leave" questions that can be collected if hard copy or submitted electronically if possible.
Student need to know that as a type of energy, heat can be transferred from one object or material to another. It can be transferred in one of three ways, by conduction-direct contact, convection-movement within a fluid, or radiation-through space, even a vacuum. Animal behaviors are influenced by their ability to generate, exhaust and absorb heat, therefore, heat transfers impact organisms.
The Polleverywhere.com tool allows students to text answers to teacher created poll questions. They can text the responses but can also use a mobile app or webpage to respond. Any device, computer, tablet, smartphone, old time cell phone can be used.
Below are examples of my Polleverywhere.com quiz questions that students will respond to after watching a video at bozemanscience.com. The web survey format is shown via this link, survey view. The widget contains the graphic that will be shown in class for texting students to respond to.
Objective: Students discuss possible relationships between the words on the box. Students will apply the terms the organisms & ecosystem of their choosing.
Assessment: Dipsticking through consultation with groups. HW: repeat the group activity individually with an ecosystem, and organisms of their choice. Students write one paragraph explaining the relationships in their ecosystem or between the organisms. This too is posted in the same discussion area. Students must check and comment on one other students post.
Task: Students, in groups of 4-5 examine the box and brainstorm/discuss possible relationships between the words. Next they turn over a laminated picture of a particular ecosystem where they identify concrete examples of the terms and relationships. Student groups post to the lesson discussion tab on our class Moodle page.
Materials: 6 blackboxes, 6 or more ecosystem/organisms pictures, computers or cell phone/ tablet, discussion post area prepared
make a “pipe lizard” from a water bottle which is able to absorb heat
design an investigation related to the lizard’s ability to absorb heat in a mock environment
measure and record temperature data
determine the heating rate and cooling rate of the lizard
discuss the factors affecting the lizard’s heating and cooling rates
ment of learning objectives (what will students be able to do)
Standard - MA Physics standards:
3.1 Explain how heat energy is transferred by convection, conduction, and radiation.
3.2 Explain how heat energy will move from a higher temperature to a lower temperature until equilibrium is reached.
3.4 Explain the relationships among temperature changes in a substance, the amount of heat transferred, the amount (mass) of the substance, and the specific heat of the substance.
MA Biology standards:
SIS1. Make observations, raise questions, and formulate hypotheses.
SIS2. Design and conduct scientific investigations.
SIS3. Analyze and interpret results of scientific investigations.
SIS4. Communicate and apply the results of scientific investigations.
Task - First, you are going to design a “Pipe Lizard” using a plastic bottle of some sort. Your goal is to have your lizard heat up effectively. Apply your knowledge of heat transfer, light, pigments and surface area in designing a lizard which really heat up. Next, you will design an investigation in which you model an environmental factor that may affect your lizard’s ability to heat up or to stay warm. You will calculate the heating rates and cooling rates so be sure to collect temperature measurements. Record them on a google spreadsheet so they can be shared with me and the class. You should also take a snapshot of your experimental design to include in your lab write up. Materials - heat lamps, ring stands, different substrates (sand and rock of different colors), fans thermometers, infrared temperature guns, computers or ipads, student smart phones, students’ lizards Procedure -
Determine a question you’d like to answer about the heating rate of your lizard, for example, “Does the angle of light affect the heating rate?” You may use any of the materials provided to simulate “environmental conditions” a lizard may be exposed to. (5-10 min.)
Develop a testable hypothesis that may answer your question. (5-10 min.)
Investigate. (20 min.)
Record your temperature data on a google spreadsheet and take a picture of your set-up. These should be included with your lab write up.
Discuss your findings with your table mates. Did your findings support your hyposthesis? Why or why not? Were you surprised by your data? How? Why? (10 min.)
Share lab report with me (if using google drive) or upload to the class moodle page under this assignment. (HW)
Grouping - Students design and perform investigations individually or in pairs. Discussion occur with tablemates, 4-6 students. Web 2.0 - 1) Google Drive spreadsheet; 2) class interactive Moodle platform 3) smartphone camera
(Mis)conceptions - Misconception: Science is a collection of facts. I find many students think that science is a bunch of facts to memorize or random things to look at or experience. Unfortunately, this has often come about through their past experiences in science class where they read from text books, memorized facts for quizzes and tests and did random scientific activities out of context, without a framework to fit them into. No, science is active inquiry, investigation and analysis as well as collaboration, consultation, and peer review. I hope to provide an opportunity for them to do some of this.
Assessment - digital photos, lab report "shared" in Google Drive or uploaded to Moodle page (student choice)
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name:
Maura Fitzsimmons
Lesson Title:
Grade Level:
grade 9, 10 Biology State Standards: MA Physics standards:
3.1 Explain how heat energy is transferred by convection, conduction, and radiation.
3.2 Explain how heat energy will move from a higher temperature to a lower temperature until equilibrium is reached.
3.4 Explain the relationships among temperature changes in a substance, the amount of heat transferred, the amount (mass) of the substance, and the specific heat of the substance.
MA Biology standards:
SIS1. Make observations, raise questions, and formulate hypotheses.
SIS2. Design and conduct scientific investigations.
SIS3. Analyze and interpret results of scientific investigations.
SIS4. Communicate and apply the results of scientific investigations.
Lesson Question:
How does heat move thorough the universe? Why do animals care?
Introduction:
Energy is a difficult concept to explain, yet it's an idea that has been focused on in all of your past science classes. You probably remember that Energy cannot be created or destroyed, that it can be transferred, that it is the ability to do work or make change, and maybe some other things you've memorized over the years. But aren't you still wondering some things like, "How does energy move when it's transferred?" Heat, or thermal energy can be transferred from one object or material to another in different ways. We'll review the three ways heat can be transferred but more importantly, start to think about what this means for animals in ecosystems.
Task:
Over the course of the next few days, you'll be learning about how heat moves and the implications that has for organisms' choice of body plan, habitat and niche. You'll learn about heat transfer through videos, raps and discussions with your classmates. YOU will design and conduct your own investigation to determine how environmental conditions affect the Pipe Lizard's ability to heat up and cool down. You'll post responses via text message and the web. Let's go!
Process (include all steps of the lesson procedure):
Part I
Watch and listen to this rap/video about the differences between conduction, convection and radiation, the three types of heat transfer. Take notes on the differences between the three types of energy transfer.
Next, in your usual lab group, move through the heat transfer demonstration stations. Discuss and determine the type of heat transfer demonstrated at each station.
Station A: SPOON IT UP! Keep both spoons in the pot of hot water. Lightly touch the wooden spoon with your hand. Now, lightly touch the metal spoon. What difference did you feel? . Explain why the temperatures of the spoons are different in the same hot water: Which type of heat transfer does this demonstrate?
Station B: DRIP . . .DROP Place one drop of red food dye into the “Hot” beaker and one drop of red food dye into the “Cold” beaker. Observe the patterns of the dye in the two beakers for 2 minutes. Explain the different appearances of the dye and identify the type of heat transfer demonstrated.
Station C: MERRY GO-ROUND Observe the night light with the paper shade. If shade is not turning, lightly push it in a clockwise direction until shade begins to turn without your help. Why is the shade turning? Which type of heat transfer does this demonstrate?
Station D: CAN YOU HEAR ME NOW??? In pairs, take turns speaking to each other through the hand-held radios with one person standing in the hall with the door closed blocking your direct view of each other. How can the signal pass through the solid door? What type of energy transfer does this represent?
3. Text your "Ticket to Leave" via pollanywhere.com.
Part II:
As a class, let's watch this video. Take note of new vocabulary. How does this compare to what you already know about heat transfer?
Text in your answers to the video quiz. We'll discuss the results.
Part III:
Build a lizard from a coke or water bottle. You want your lizard to be able to warm up. What will it look like? What will you cover it with? Does the surface type make a difference?
Determine a question you’d like to answer about the heating rate of your lizard, for example, “Does the angle of light affect the heating rate?” You may use any of the materials provided to simulate “environmental conditions” a lizard may be exposed to.
Develop a testable hypothesis that may answer your question.
Design a set up, using the materials available in the room that will allow you to test your hypothesis.
Investigate
Record your temperature data on a Google spreadsheet and take a picture of your set-up. These should be included with your lab write up.
Discuss your findings with your table mates. Did your findings support your hypothesis? Why or why not? Were you surprised by your data? How? Why?
Share lab report with me (if using Google drive) or upload to the class Moodle page under this assignment. (HW)
Conclusion:
You have reviewed the three methods of heat transfer. You've texted info to indicate you can distinguish between them and identify examples of each type of transfer. You've learned new terms for cold blooded and warm blooded animals, ectotherms and endotherms. You've considered how heat may be transferred to your "lizard" to heat it up. You've designed an investigation to model environmental conditions that may affect the rate at which a lizard heats up, like wind, the substrate the organism sits on, whether it is wet or dry. Through discussions with your classmates, you may have determined new questions you'd like to investigate. You've complied all of your investigation information in a lab report and shared it with me or submitted it via Moodle. Can you think of other examples in nature where form may follow function, or behavior may have evolved due to energy considerations or heat transfer?
Assessments:
Part I- discussion & questioning while students work at stations, Pollanywhere "Ticket to Leave" questions (formative)
Part II Pollanywhere.com "quiz" questions (formative)
Part III- lab report (summative)
Workshop Wiki Page - Maura Fitzsimmons
Workshop 2 - MCAS Assessments & Curriculum Mapping
2.6 Curriculum Mapping Activity
a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
Physics questions # 18, 19 and 35 identify energy ideas that are central to the study of biology, but any science really. Number 18 requires student to calculate the volume of heat transferred from a small body of water, given it's size and the specific heat of water. Number 19 requires that students interpret graphs showing heat exchange from one liquid filled vessel to its surroundings over time. In number 35 students identify the type of heat transfer used to pop popcorn kernels.b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number.
All of the questions I selected had to do with heat transfer. These most closely fit with the Physics Strand 3, Heat and Heat Transfer: 3.1, 3.2, 3.3, 3.4. It is also related to Chemistry 6.5 and though not specifically to the standards listed in the Biology, Ecology Strand 3, the heat transfer ideas have big implications for organisms in terms of habitat & niche.c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
I am not teaching science in my school right now. However, I do not think that energy transfer is addressed specifically anywhere in the Biology curriculum. Perhaps in discussions of photosynthesis & respiration, though I get the sense that students memorize the model formulae for these big ideas and do not understand that they are about energy transfer, or even that they are opposites so to speak. I would talk about heat transfer in terms of ecology. I used to do this when I taught Marine Biology.d. What instructional activities did you use during the last school year to teach your students?
I did not teach this last year.Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -(Download Details - 150KB)
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Stage 1 Activity:
Objective:
Students will: 1.) explain the differences between the three types of heat transfer and 2) identify an example of one or more forms of heat transfer
Activity type:
Conceptual Knowledge Building- listen to rap, watch video, take notes
Knowledge Expression- identify and discuss heat transfer types, answer questions on "ticket to leave"
Instructions:
Station A: SPOON IT UP!
Keep both spoons in the pot of hot water. Lightly touch the wooden spoon with your hand. Now, lightly touch the metal spoon. What difference did you feel? . Explain why the temperatures of the spoons are different in the same hot water: Which type of heat transfer does this demonstrate?
Station B: DRIP . . .DROP
Place one drop of red food dye into the “Hot” beaker and one drop of red food dye into the “Cold” beaker. Observe the patterns of the dye in the two beakers for 2 minutes. Explain the different appearances of the dye and identify the type of heat transfer demonstrated.
Station C: MERRY GO-ROUND
Observe the night light with the paper shade. If shade is not turning, lightly push it in a clockwise direction until shade begins to turn without your help. Why is the shade turning? Which type of heat transfer does this demonstrate?
Station D: CAN YOU HEAR ME NOW???
In pairs, take turns speaking to each other through the hand-held radios with one person standing in the hall with the door closed blocking your direct view of each other. How can the signal pass through the solid door? What type of energy transfer does this represent?
3. "Ticket to Leave"
Online component:
YouTube video, rap video
Classroom materials:
station set ups: A: hot water, large beaker, two spoons of different materials; B: hot water beakers and cold water beakers, liquid food coloring; C: lamp/nightlight that spins via convection; D: walkie talkie radios of two cell phones
Assessment:
"Ticket to leave" questions that can be collected if hard copy or submitted electronically if possible.
Colleagues, "INSERT COMMENTS HERE", please. Thank you.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
http://www.surveymonkey.com/s/2011StudentTechSurveyWeb 2.0 assessment tool- polleverywhere.com
Student need to know that as a type of energy, heat can be transferred from one object or material to another. It can be transferred in one of three ways, by conduction-direct contact, convection-movement within a fluid, or radiation-through space, even a vacuum. Animal behaviors are influenced by their ability to generate, exhaust and absorb heat, therefore, heat transfers impact organisms.
The Polleverywhere.com tool allows students to text answers to teacher created poll questions. They can text the responses but can also use a mobile app or webpage to respond. Any device, computer, tablet, smartphone, old time cell phone can be used.
Below are examples of my Polleverywhere.com quiz questions that students will respond to after watching a video at bozemanscience.com. The web survey format is shown via this link, survey view. The widget contains the graphic that will be shown in class for texting students to respond to.
Workshop 6 - Scientific Investigations
Black Box Investigation
Objective: Students discuss possible relationships between the words on the box. Students will apply the terms the organisms & ecosystem of their choosing.
Assessment: Dipsticking through consultation with groups. HW: repeat the group activity individually with an ecosystem, and organisms of their choice. Students write one paragraph explaining the relationships in their ecosystem or between the organisms. This too is posted in the same discussion area. Students must check and comment on one other students post.
Task: Students, in groups of 4-5 examine the box and brainstorm/discuss possible relationships between the words. Next they turn over a laminated picture of a particular ecosystem where they identify concrete examples of the terms and relationships. Student groups post to the lesson discussion tab on our class Moodle page.
Materials: 6 blackboxes, 6 or more ecosystem/organisms pictures, computers or cell phone/ tablet, discussion post area prepared
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Stage 2 Activity:
Objective(s) -
Students will:
- make a “pipe lizard” from a water bottle which is able to absorb heat
- design an investigation related to the lizard’s ability to absorb heat in a mock environment
- measure and record temperature data
- determine the heating rate and cooling rate of the lizard
- discuss the factors affecting the lizard’s heating and cooling rates
- ment of learning objectives (what will students be able to do)
Standard -MA Physics standards:
- 3.1 Explain how heat energy is transferred by convection, conduction, and radiation.
- 3.2 Explain how heat energy will move from a higher temperature to a lower temperature until equilibrium is reached.
- 3.4 Explain the relationships among temperature changes in a substance, the amount of heat transferred, the amount (mass) of the substance, and the specific heat of the substance.
MA Biology standards:- SIS1. Make observations, raise questions, and formulate hypotheses.
- SIS2. Design and conduct scientific investigations.
- SIS3. Analyze and interpret results of scientific investigations.
- SIS4. Communicate and apply the results of scientific investigations.
Task -First, you are going to design a “Pipe Lizard” using a plastic bottle of some sort. Your goal is to have your lizard heat up effectively. Apply your knowledge of heat transfer, light, pigments and surface area in designing a lizard which really heat up. Next, you will design an investigation in which you model an environmental factor that may affect your lizard’s ability to heat up or to stay warm. You will calculate the heating rates and cooling rates so be sure to collect temperature measurements. Record them on a google spreadsheet so they can be shared with me and the class. You should also take a snapshot of your experimental design to include in your lab write up.
Materials - heat lamps, ring stands, different substrates (sand and rock of different colors), fans thermometers, infrared temperature guns, computers or ipads, student smart phones, students’ lizards
Procedure -
Grouping -
Students design and perform investigations individually or in pairs. Discussion occur with tablemates, 4-6 students.
Web 2.0 -
1) Google Drive spreadsheet; 2) class interactive Moodle platform 3) smartphone camera
(Mis)conceptions -
Misconception: Science is a collection of facts. I find many students think that science is a bunch of facts to memorize or random things to look at or experience. Unfortunately, this has often come about through their past experiences in science class where they read from text books, memorized facts for quizzes and tests and did random scientific activities out of context, without a framework to fit them into. No, science is active inquiry, investigation and analysis as well as collaboration, consultation, and peer review. I hope to provide an opportunity for them to do some of this.
Assessment -
digital photos, lab report "shared" in Google Drive or uploaded to Moodle page (student choice)
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name:
Maura FitzsimmonsLesson Title:
Grade Level:
grade 9, 10 BiologyState Standards:
MA Physics standards:
- 3.1 Explain how heat energy is transferred by convection, conduction, and radiation.
- 3.2 Explain how heat energy will move from a higher temperature to a lower temperature until equilibrium is reached.
- 3.4 Explain the relationships among temperature changes in a substance, the amount of heat transferred, the amount (mass) of the substance, and the specific heat of the substance.
MA Biology standards:Lesson Question:
How does heat move thorough the universe? Why do animals care?
Introduction:
Energy is a difficult concept to explain, yet it's an idea that has been focused on in all of your past science classes. You probably remember that Energy cannot be created or destroyed, that it can be transferred, that it is the ability to do work or make change, and maybe some other things you've memorized over the years. But aren't you still wondering some things like, "How does energy move when it's transferred?" Heat, or thermal energy can be transferred from one object or material to another in different ways. We'll review the three ways heat can be transferred but more importantly, start to think about what this means for animals in ecosystems.
Task:
Over the course of the next few days, you'll be learning about how heat moves and the implications that has for organisms' choice of body plan, habitat and niche. You'll learn about heat transfer through videos, raps and discussions with your classmates. YOU will design and conduct your own investigation to determine how environmental conditions affect the Pipe Lizard's ability to heat up and cool down. You'll post responses via text message and the web. Let's go!
Process (include all steps of the lesson procedure):
Part I
Station A: SPOON IT UP!
Keep both spoons in the pot of hot water. Lightly touch the wooden spoon with your hand. Now, lightly touch the metal spoon. What difference did you feel? . Explain why the temperatures of the spoons are different in the same hot water: Which type of heat transfer does this demonstrate?
Station B: DRIP . . .DROP
Place one drop of red food dye into the “Hot” beaker and one drop of red food dye into the “Cold” beaker. Observe the patterns of the dye in the two beakers for 2 minutes. Explain the different appearances of the dye and identify the type of heat transfer demonstrated.
Station C: MERRY GO-ROUND
Observe the night light with the paper shade. If shade is not turning, lightly push it in a clockwise direction until shade begins to turn without your help. Why is the shade turning? Which type of heat transfer does this demonstrate?
Station D: CAN YOU HEAR ME NOW???
In pairs, take turns speaking to each other through the hand-held radios with one person standing in the hall with the door closed blocking your direct view of each other. How can the signal pass through the solid door? What type of energy transfer does this represent?
3. Text your "Ticket to Leave" via pollanywhere.com.
Part II:
Part III:
- Build a lizard from a coke or water bottle. You want your lizard to be able to warm up. What will it look like? What will you cover it with? Does the surface type make a difference?
- Determine a question you’d like to answer about the heating rate of your lizard, for example, “Does the angle of light affect the heating rate?” You may use any of the materials provided to simulate “environmental conditions” a lizard may be exposed to.
- Develop a testable hypothesis that may answer your question.
- Design a set up, using the materials available in the room that will allow you to test your hypothesis.
- Investigate
- Record your temperature data on a Google spreadsheet and take a picture of your set-up. These should be included with your lab write up.
- Discuss your findings with your table mates. Did your findings support your hypothesis? Why or why not? Were you surprised by your data? How? Why?
- Share lab report with me (if using Google drive) or upload to the class Moodle page under this assignment. (HW)
Conclusion:You have reviewed the three methods of heat transfer. You've texted info to indicate you can distinguish between them and identify examples of each type of transfer. You've learned new terms for cold blooded and warm blooded animals, ectotherms and endotherms. You've considered how heat may be transferred to your "lizard" to heat it up. You've designed an investigation to model environmental conditions that may affect the rate at which a lizard heats up, like wind, the substrate the organism sits on, whether it is wet or dry. Through discussions with your classmates, you may have determined new questions you'd like to investigate. You've complied all of your investigation information in a lab report and shared it with me or submitted it via Moodle. Can you think of other examples in nature where form may follow function, or behavior may have evolved due to energy considerations or heat transfer?
Assessments:
Part I- discussion & questioning while students work at stations, Pollanywhere "Ticket to Leave" questions (formative)
Part II Pollanywhere.com "quiz" questions (formative)
Part III- lab report (summative)
Assessment Rubric
Resources:
Digital
Conduction, convection, and radiation rap video- http://youtu.be/7Y3mfAGVn1c
Thermoregulation video-http://www.bozemanscience.com/thermoregulation
Pollanywhere- http://www.polleverywhere.com/
Moodle- http://www.nsths.net/moodle/login/index.php
Google drive- https://accounts.google.com/ServiceLogin?service=wise&passive=1209600&continue=https://drive.google.com/%23&followup=https://drive.google.com/<mpl=drive
http://www.surveymonkey.com/s/2011StudentTechSurvey
part I
Station A:hot water, large beaker, two spoons of different materials; Station B: hot water beakers and cold water beakers, liquid food coloring; Station C: lamp/nightlight that spins via convection; Station D: walkie-talkie radios or two cell phones
part II
LCD projector or smart board, student phones or computer
part III
heat lamps, ring stands, different substrates (sand and rock of different colors), fans, thermometers, infrared temperature guns, computers or ipads, student smart phones
Teacher Notes: